Nursing Audit Report 2022-23 Complete

2022-23 Program Audit Report 1 Due March 24, 2023

Requirements related to Accreditation Standards and Perkins V (includes the Comprehensive Local Needs Assessment [CLNA]) determine BBCC’s approach to and responses required for the Program Audit. For your reference, we have provided definitions, guidance, and/or questions to consider when completing your Program Audit.

This is part of a continuous improvement process, so it is important to describe the present state and to document strengths and challenges as determined by the data/evidence. Identify what the program’s ideal/goal state would be if the strengths were sustained and challenges were addressed.

2022-23 Program Audit Report 1

For all questions, provide the data/evidence (attach or provide links) used to determine the response.

PROGRAM QUALITY:
Programs of sufficient size, scope, and quality should meet the academic and developmental needs of students served while ensuring that they are on a pathway leading to a credential of workplace value. Such programs and credentials should be aligned with business and industry need and developed in partnership with employers and educators who are subject-matter experts.

Does your program lead to credentials of value for in-demand industries? How do you know? Discuss how the program determines that the courses, certificates, and degrees are still viable and relevant? Yes, the nursing program definitely leads to credentials of value; the nursing shortage was escalating before Covid and is much worse now. Our graduates are well prepared for licensure demonstrated by a nearly 100% first time pass rate on the NCLEX (licensing exam) https://nursing.wa.gov/sites/default/files/2023-03/NCLEX-pass-rates-669336-2023-03.pdf
Does the curriculum meet industry standards? How do you know? What needs to change? We work closely with our clinical partners to ensure that we are meeting standards; local employers serve on our advisory committees and compete for our graduates.
Select all methods that are used by your program to integrate the academic and technical skills of your students and ensure that they are taught with the same coherence and rigor as all other students, including transfer students.

Please provide short descriptions for each method selected.
xContextualized Instruction
xTeam-Teaching
☐Math-First Initiatives
☐College-Level Core Curriculum
xCollege-Wide Student Learning Outcomes
☐STEM Initiatives
xIndustry Standardized Tests/Exams
☐Tutoring
xFlipped Classrooms
xIndustry-Standard Equipment/Facilities
☐I-BEST CTE Programs
☐Other
Please provide examples of any innovative projects or initiatives undertaken since the last audit (in the last three years).
1. Please describe and include attachments of or links to any social media posts and/or press/media coverage, if applicable. The NCLEX exam is changing this year (“Next Generation NCLEX”) to include significantly more clinical judgment questions. Preparing our students for this new exam format has been ongoing over the past two years. This year we piloted clinical experiences utilizing more outpatient settings to broaden the students’ experience and expose them to more settings.
What was the most successful or noteworthy development with respect to program quality and/or program improvement since the last audit (in the last three years)? Continued work to maintain quality and reduce attrition is our ongoing focus
What were the most significant challenges (e.g., funding, enrollment, performance, staff retention or turnover, equity, etc.) encountered since the last audit (in the last three years)? We had significant turnover; a new and inexperienced director and the loss of an experienced faculty member. This created instability and turmoil with the students and resulted in increased attrition. We have since added a new faculty member and have an experienced director; the turmoil seems to be settling down.
1. What impact did the challenge have on the program?
2. How could BBCC assist in addressing these challenges?
Does your program feature up-to-date, industry-standard equipment, facilities, curricula, methods of instruction, and work-based learning opportunities? What more do you need? To the best of our ability, we ensure that we have industry-standard equipment and facilities. The flipped model instruction we use prepares our students for critical thinking and clinical judgment. We work closely with our clinical partners to ensure that students are ready for the workforce upon program completion.
Does your program have the technology available that is needed to prepare students for industry? Discuss. YEs: we monitor what is in use in our local facilities, and sometimes are able to partner with obtain those materials
1. If YES,
  - Include how you know it is technology used in business/industry.
2. If NO,
  - Has your program identified the needed technology or equipment?
  - How do you know this is the technology/equipment that is used in business/industry?
  - Please describe the technology or equipment and share the plan for purchasing or provide the barriers to purchase.
  - Is business/industry an option for providing and/or donating current technology/equipment? (Remember that BBCC cannot become the dumping grounds for outdated or broken equipment.)
Since the last audit (in the last three years), did your program invest in technology or equipment used to improve content delivery or student performance? If so, please describe the purchase and the impact it has on content and/or student performance. We did not make any major purchases since the last audit.
Provide a current equipment/technology inventory that indicates the following:
1. When replacement/update is/will be needed
2. Technology/equipment that is obsolete
3. Technology/equipment that requires repair, disposal, etc.
  
  FACULTY/STAFF PROFESSIONAL DEVELOPMENT:
  Professional development is defined as activities that are an integral part of providing educators with the knowledge and skills needed to enable students to succeed in CTE. The activities must be sustained (not stand-alone, 1-day, or short-term workshops), intensive, collaborative, job-embedded, data-driven, and classroom-focused, and to the extent possible evidence-based.
Please provide the dates and a description of professional development in which faculty/staff of your program participated in since the last program audit (in the last three years). *Be sure these are reported to the dean so they can be recorded in vocational certification plans. Mercedes Gonzalez-Aller: On-going education to maintain her ARNP. Hannah Leaf: completed her DNP in January 2023. Emily Eidson: On track to complete her MSN/Ed by the end of 2023. All faculty: Sept 2022 ACEN Self-Study Forum.
Select the methods employed to provide professional development opportunities for faculty/staff.

Provide a brief description of each method selected.
☐New Instructor/Faculty Conference
☐Workforce Boot Camp
☐Deans Academy
☐Return-to-Industry
☐Faculty Peer Mentoring
☐Professional Development Days
☐CTE Certification Workshops
☐Distance Learning/Online Teaching Training
☐Technology and E-Learning Tools
☐Data and Assessment Workshops
☐Industry Conferences
☐Other
Did any of your program faculty/staff earn industry-recognized credentials or certification since the last program audit (in the last three years)? Please describe.
How did the professional development impact your program? What was the most successful or noteworthy development since the last audit (in the last three years)? Preparation from educational programs are brought back to the students; in particular, preparation for Next Gen NCLEX

INDUSTRY/COMMUNITY/K-12 ENGAGEMENT & INVOLVEMENT:
As defined by the Perkins V mandated requirements, the following stakeholders should be consulted in the development and assessment of CTE programming and the CLNA:
- Representatives of CTE programs in local K-12 programs, educational service agency, or other postsecondary institutions, including faculty, administrators, career guidance and/or academic counselors, instructional support personnel, and paraprofessionals
- Representatives of the State board or local workforce development boards
- A range of local or regional businesses or industries
- Parents and students
- Representatives of special populations (as defined by Perkins V)
- Representatives of regional agencies serving out-of-school youth, homeless children and youth, and at-risk youth
- Representatives of Indian Tribes and Tribal organizations in the State, where applicable
Describe how this program ensures involvement of stakeholders in the improvement, implementation, and assessment of the program and program development.
- Are you effectively partnering with employers and educational institutions to ensure that your program is aligned with industry need and future academic opportunities?
- Since the last audit (in the last three years), what course/program content has been updated to reflect industry needs/feedback from advisory committee and/or other stakeholders?
Provide information about how this program is involved in building and/or maintaining internal and external partnerships/relationships:
1. Internal: list and discuss each partner (examples: Career Services, WES, ASB, Business Office, Registration, etc.)
2. External: list and discuss each partner (examples: business/ industry, Job Corps, WorkSource, labor unions, accrediting agencies, etc.)
Since the last audit (in the last three years), what noteworthy activities did your program advisory committee undertake?
1. Should these activities be reported/used in outreach/marketing?
2. Were there any changes to your committee? Have these been reported to Julia?
  Committee updates have been reported.
3. Have all minutes been submitted to Julia? Yes
4. Has an advisory committee audit form been completed annually? I don’t know about 20-22.
Since the last audit (in the last three years), how did your program partner with high schools and districts to engage and recruit students and market your program? What was the most successful or noteworthy? CBTech has visited; recently had a recruiting visit from Vanguard Academy.
Does your program provide opportunity for CTE Dual Credit (Tech Prep) articulations with area high schools/skills centers
1. If yes, could this be expanded? The college is expanding articulations specifically
  focused on Medical Assistant; this can also be used to increase nursing pathway. How?
2. If no, is this an area that can be developed? How? OR Why not?
Does your program faculty participate in any advisory committees or joint advisory committees at the high school level? If so, please describe. No
Are your students receiving adequate career guidance, counseling, and individualized academic support? Yes
Select all methods employed by your program to engage, recruit, and/or provide career and academic guidance to prospective students.

Please provide a brief description of each method selected.
☐High School Visits
☐CTE Open Houses
☐Try-a-Trade Events
☐Youth Re-Engagement Programs
☐Mailings featuring Programs of Study and/or Pathway Information
☐Community-Based Organization Visits
☐Faith-Based Organization Visits
☐TV or Web Video Ads
☐WorkSource Co-Location
☐Veteran Center Visits
☐Tribal or Cultural Center Visits
☐Corrections Center Visits or Re-Entry Programs
☐Labor Union Visits
☐Other

2022-23 Program Audit Report 2 Due June 20, 2023

2022-23 Program Audit Report 2

For all questions, provide the data (attach or provide links) used to determine the response.

WORK-BASED LEARNING (WBL):
WBL emphasizes sustained interactions with industry or community professional in real workplace settings where possible but also includes simulated environments as well. WBL must foster in-depth, first-hand engagement with the tasks required of a given career field and be aligned to curriculum and instruction.

How is work-based learning integrated into your program? Please describe and identify all types
of work-based learning that is required in your programs. For nursing, clinical experiences
(WBL) are a key part of every quarter; students provide real time care in long term care and
acute care settings, as well as one quarter of community based experiences. Clinical
experiences vary from 66 hours in first quarter to 132 hours in the sixth quarter
preceptorships. In addition to clinical experiences, simulation using high-fidelity mannequins
and virtual simulations provide opportunities to engage in critical thinking and clinical
judgment necessary for the work place.
Select all methods employed that are used in your program to provide your students with experience in and an understanding of all aspects of industry.

Provide short descriptions of each method selected.
X Industry Speakers: Up to 6 employer focus sessions held quarterly either face to face or virtually to discuss employment opportunities and benefits
☐Workplace Tours
☐Job Shadows
X Job & Career Fairs: Students are encouraged to participate in the campus fairs
X Simulations: Both high fidelity and virtual simulations are part of each quarter’s experience
X Required Internship or Clinical Experience: During sixth quarter, students complete a 132 hour preceptorship working with an assigned staff nurse on their regular schedule.
☐Optional Internship or Clinical Experience
☐Cooperative/Capstone Projects
X Student Clubs: Students participate in the Nursing Student Club; community service is encouraged and fundraising for a live NCLEX review course
☐Business/Industry Mentoring
☐Other

CAREER GUIDANCE: